Tutoring in higher education in Portugal and Spain : lessons learned from six initiatives in place

Abstract

Tutoring has been one of the issues which have received growing interest within the context of restructuring process in higher education under the so-called Bologna process in Europe. In this paper six tutoring initiatives currently being implemented in Portuguese and Spanish universities are examined in the light of the framework within which tutoring operates in higher education contexts. The various kinds of tutoring — mentoring, curricular tutoring, academic tutoring and training-related tutoring — are implemented in higher educational institutions in an attempt to meet the needs of the students. Data are drawn from the analysis of the reports on six tutoring programs underway in various higher education institutions in Portugal and Spain. In general, they have been put into practice as part of a number of experiences in each of the institutions involved, according to the characteristics of the students and the context. Findings point to the importance and the need of Faculty to be trained in tutoring as well as the need to better clarify the role of the tutor. The paper ends with a number of reflections and recommendations for an improved model of tutoring and guidance as a planned action within higher education. It encompasses a cumulative and consistent process based on a developmental and integral intervention, in order to encourage the active involvement of students and the participation of different agents interacting in the tutoring process.